Parents-Teachers’ Collaborative Strategies and Challenges in Managing Truancy in Public Primary Schools in Tabora, Tanzania

Abstract

This study examined the collaborative strategies used by parents and teachers in managing pupils' truancy in government primary schools in Tanzania and the challenges they faced. The study was conducted in six primary schools in Kaliua district, Tabora region. A mixed-methods research approach with the convergent parallel design was employed. One hundred seventy-four (174) participants were involved, including the District Primary Educational Officer, Ward Educational Officer, parents, and teachers. Data were collected through interviews, questionnaires, and documentary reviews. Qualitative data were analyzed through content analysis, whereas the quantitative data were evaluated descriptively using SPSS version 26 to compute the frequency, mean, and percentages. The findings revealed that communication between parents and teachers, parents and teachers' meetings, classroom attendance, and local government involvement were being used in managing truancy. Besides, it was noted that challenges emerged when using the mentioned strategies. These challenges were mainly on the parents' side. Such challenges including parents' phone numbers being unavailable, parents’ nonattendance to school meetings, and unchecked classroom attendance. This study concludes that collaboration between parents and teachers allows them to nurture pupils while they are at home and at school. The study recommends that the government needs to educate parents to ensure effective collaboration with teachers to reduce or eliminate truancy among pupils.